MARK HENRY

804 | Business for Creatives · UAA Creative Studio
Mark Henry · course source library · updated October 25, 2026

An unlisted reference page shared by direct link. Publicly accessible, but not included in Mark Sound’s navigation. No completed student work or identifying student records are provided.

804 AI Exchange: External reviewers can submit questions, critiques, and recommendations to the moderated exchange page. Read the course PDFs here first, then leave a documented comment. Replies are reviewed and posted when Mark requests them.

Current instructor guide for October 26–28: Download updated four-page PDF. This working guide now begins with what students did Thursday and on Friday’s short school day with their other professor, plus any learning or questions from the weekend. It does not require a Logic session. The Monday Quick Start and Wednesday student Network Map remain unchanged. The course master remains the reference schedule.

The course

Business for Creatives adapts Mark Henry’s university course Freelancing & the Gig Economy: Entrepreneurship, Studio Systems & Professional Practice for high school students at Utah Arts Academy. The university course provides the intellectual content; the UAA pilot adapts the delivery. Songwriting, music production, and existing school projects provide the working examples.

Learning progression: Know yourself. Learn continuously. Become an expert. Earn trust. Build the network. Think and collaborate. Discover the need. Create value. Execute professionally. Remain on the hook.

Course method: The workbook is the lesson spine: explain the concept, discuss a current creative problem, let students write and test the idea during class, then complete reflective work individually. The same core concept is taught across five class periods, with examples adjusted for songwriting, production and experience level.

Where instruction stood after October 21

ACTUAL CLASSROOM CHECKPOINT — reported by the instructor following October 20–21, 2026 (not an assertion that the planned syllabus was fully completed):

Tuesday, October 20: Mark introduced the learning outcomes and his goals for students by December 2. Students discussed four learning preferences as flexible approaches rather than permanent labels, the Notice / Test / Practice / Adapt feedback loop, and their recent Yellow Submarine recreation challenges as examples of problem-solving in songwriting and production. Students identified one thing they need to learn now, one goal for December 2, and one for roughly a year later. Classes began the Learning Preferences & Adaptability workbook and discussed how they had adapted during the previous assignment.

Wednesday, October 21: The classes recapped learning approaches and adaptability, went further into goals inside and outside school, and began the Personal Creative Needs Assessment with discussion of current abilities, desired direction, creative needs and resources. Students began recognizing classmates with different creative interests as potential collaborators. Absent students received individual catch-up; engagement varied and some prior workbook homework remained incomplete. There is no confirmed single last-completed page across all five periods, so do not infer that every student finished pages 2–5.

Homework and handoff: The Learning Preferences & Adaptability workbook was assigned for completion after October 20. From the Personal Creative Needs Assessment, pages 6–8 (Priorities, Resources, Strategy) were assigned for Monday, October 26; their completion had not yet been assessed at this checkpoint. Pages 9–10 (Purpose & Fit / Ikigai and From Purpose to Experiment) were intentionally reserved for teaching together on October 26, not assigned as advance homework.

Emerging need: Some students, including students in seventh period taking college courses, described challenges with uneven participation and accountability in group projects. Mark briefly previewed motivation, team facilitation, lateral thinking and Edward de Bono’s Six Thinking Hats. That was a preview, not completion of the Parallel Thinking workbook or a full Six Hats lesson. His intention after reviewing and completing the assessment is to move into collaborative thinking and teamwork. The original calendar still lists Linchpin / Professional Value for October 27, Trusted Professional Network for October 28, and the full Six Thinking Hats work beginning November 2; any changes to that sequence should be documented as delivered-course adjustments.

Privacy and assessment: Students have shared personal reflections; no identifying examples or completed student responses are published. Mark is considering an end-of-course workbook portfolio assessed for effort, reflection, application and progress, rather than the nature of students’ personal ambitions or their willingness to disclose private information. This is a contemplated approach, not a finalized grading policy.

Original next sequence: October 26, finish the Personal Creative Needs Assessment and Ikigai; October 27, Linchpin and professional value; October 28, trusted professional network; November 2, lateral and parallel thinking / Six Thinking Hats; November 3, team formation; November 4, discovery before prescription. The original timetable is preserved in the full instructor master. Updates to the delivered sequence should be identified as such, rather than retroactively changing the source documents.

Download the original PDFs

20 complete source PDFs · 173 pages of materials. Each item below opens the original PDF, rather than only a summary. For a thorough outside review, read both the instructor master and the source course, then the workbooks in sequence.

Student handouts and workbooks

Instructor guides and operating documents

University source and UAA proposal

For external educational review

Review the source documents as evidence. Please distinguish the original university course, the proposed UAA adaptation, and the actual classroom sequence; identify strengths, gaps, questionable assumptions, and opportunities to improve the transfer to high school without replacing the course. Give document titles and page numbers when possible. Do not infer student-specific information; none is included here.

Guiding premise: “Business is human communication. Expertise without accountability is incomplete.” — Mark Henry